Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
Dear Learning Coach,
Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their ELA 1 and Word Study 1 courses.
Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements.
The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following:
CCA wishes you and your learner a terrific school year!
Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.
In ELA 1 and Word Study 1, your learner will use the foundations they learned in Kindergarten to build on more complex phonics patterns. They will learn to read and spell words with a variety of sound-spellings, understand and make connections to texts, and write a variety of writing pieces. By the end of the year, your learner will be able to:
Lesson Components:
Each day, your learner will spend approximately 90 minutes completing an English Language Arts lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need.
This section will help you to understand how your learner’s courses are structured in edio.
English Language Arts 1 is separated into ELA 1 and Word Study 1.
See examples below.
Lesson Bundling:
Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.
1. Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.
2. Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have.
3. Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more.
4. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding about key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.
Each lesson has its own components to help guide your learner through the lesson.
1. Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length.
2. Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction.
3. Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.
4. Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.
5. Wrap Up: This section recaps the day’s objectives and prepares learners for a future lesson or assessment.
The course includes assignments and projects. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments and projects include these components.
1. Assessment Overview: At the beginning of each assessment, your learner will see the assessment overview. This section contains the goals of the assessment, materials your learner will need, length of the assessment, and directions for completion.
2. Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.
3. Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.
4. Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits.
In addition to assignments and projects, this course also includes quizzes, tests, and exams.
This course includes and uses unique features such as:
English Language Arts Kit: Learners will receive a kit that includes activity books, texts required for lessons, and other materials needed for learning English language arts skills.
English Language Arts Activity Books: Learners will receive the following activity books that will be used throughout the course: Word Study Activity Book, Reading Activity Book, and Writing Activity Book. Each activity book includes pages to be completed during lessons. The activity books also include additional resources to help learners better understand the content and skills.
Writer’s Notebook: Learners will have access to a Writer’s Notebook as part of the Writing Activity Book. This includes important writing strategies, additional resources, and guidance to support what they are learning in their lessons.
Writing Assignments: Learners will complete multiple writing assignments in this course. They will use grammar skills and writing skills learned throughout the course in their writing assignments.
Free Write Submissions: Throughout the course, learners will have the opportunity to engage in writing activities of their own choice and submit these free writes.
Anchor Texts: Learners will receive a collection of fiction and nonfiction texts. These are referred to as anchor texts. These reading resources will be used to develop reading, listening, and comprehension skills.
Decodable Texts: Learners will receive a collection of decodable texts. These reading resources come in Set 1, Set 2, Set 3 and Set 4.
Daily Grammar: Learners will have Daily Grammar activities in their writing lessons. They will complete these pages to practice grammar skills in lessons.
On My Own: This is a part of lesson bundles. Learners will be prompted to do one independent activity each day. The activities will range from independent reading, typing practice, or using Raz-Kids.
Keyboarding Without Tears: This online program helps learners practice and develop their keyboarding skills. The program features a variety of typing games and exercises to teach basic keyboarding skills.
Integrated with Science and Social Studies (K–5): Learners will read a variety of fiction and nonfiction texts that closely align with science and social studies concepts. The topics read in the texts will be reinforced in the science and social studies courses.
edioReader: Learners can interact with digital texts through edioReader, an eReader application. Embedded directly in the lesson content, edioReader allows learners to read or listen to digital texts. Learners will be able to interact with each text by using features such as a key word search, zoom in to increase the font size, take and store notes, highlight the pages, and bookmark their spot in the text.
|
Anchor Texts |
Decodable Text Collection Set 1 |
|
|
Mindful Mr. Sloth |
Unit 1 |
The Mat Cam, Sam, Tim, and Tam |
|
Set 1 |
||
|
Why Do Communities Need Rules? Jeannie Houdini: A Hamster’s Tale Finnegan and Fox: The Ten-Foot Cop |
Unit 2 |
Ten Pet Pigs A Lab in a Box A Bug Jug |
|
Set 2 |
||
|
Sound All About Light Nightlights |
Unit 3 |
The Band The Truck Track Little Fish |
|
Set 2 |
||
|
Maps: What You Need to Know Fishing with Grandpa Life by the River |
Unit 4 |
Bill and Jess Make Cash The Camp in the Pines A Van in the Ditch |
|
Set 3 |
||
|
Sand, Leaf, or Coral Reef Badger’s Perfect Garden All in the Family |
Unit 5 |
Tune Fest on the Dunes Wishing Day Through the Years |
|
Set 3 |
||
|
Goods and Services Around Town The Knish War on Rivington Street Earn Money Isabel’s Car Wash |
Unit 6 |
The Crow and the Foxes Ty’s Flight Carl Helps on the Farm In the Birch Tree |
|
Set 4 |
||
|
The Sun is Kind of a Big Deal A Big Mooncake for Little Star Always Looking Up The Four Seasons |
Unit 7 |
Sam’s Bad Mood Make a Wreath The Rooftop A Poodle’s Dream |
|
Set 4 |
||
|
American Symbols: What You Need to Know Let Liberty Rise! A Ticket Around the World |
Unit 8 |
Sue’s New Drone Vet Silvy If I Were a Superhero The Radish Race |
Unit Overview
In this unit, learners will read and spell words with single consonant and short vowel sound-spellings. They will learn to read and spell common high-frequency words. Learners will understand internet safety and digital citizenship. Learners will demonstrate proper ways to handle a book. They also will identify the stages of writing and use strategies to write sentences.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What is the first sound in ___?
(Expect them to say the sound, not the letter name. For example, the first sound in “pig” is /p/.)
What are some ways you can be responsible online?
What kinds of things do you like to write about?
Unit Notables
When helping your learner spell words, ask them to segment the word into all its sounds. You may segment the word for them. Then, tell them to write the letters that spell each sound.
For example, your learner wants to spell “toast.” Ask them to segment the word into its sounds or do it for them, particularly if they struggle. (/t/ /ō/ /s/ /t/. Ask them to write the letter or spelling for each sound. If they have not been taught the spelling yet, you may say, “the /ō/ sound is spelled as oa in this word.”
Anchor Texts, coloring tools, Decodable Text Collection Set 1, dry erase marker, ELA Activity Books, eraser, magnetic letter tiles, mirror, ten-frame whiteboard
Kit Materials
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with single consonant and short vowel sound-spellings. They will learn to read and spell common high-frequency words. Learners will understand internet safety and digital citizenship. Learners will demonstrate proper ways to handle a book. They also will identify the stages of writing and use strategies to write sentences.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What is the first sound in ___?
(Expect them to say the sound, not the letter name. For example, the first sound in “pig” is /p/.)
What are some ways you can be responsible online?
What kinds of things do you like to write about?
Unit Notables
When helping your learner spell words, ask them to segment the word into all its sounds. You may segment the word for them. Then, tell them to write the letters that spell each sound.
For example, your learner wants to spell “toast.” Ask them to segment the word into its sounds or do it for them, particularly if they struggle. (/t/ /ō/ /s/ /t/. Ask them to write the letter or spelling for each sound. If they have not been taught the spelling yet, you may say, “the /ō/ sound is spelled as oa in this word.”
Anchor Texts, coloring tools, Decodable Text Collection Set 1, dry erase marker, ELA Activity Books, eraser, magnetic letter tiles, mirror, ten-frame whiteboard
Kit Materials
Household Materials
none
Unit Overview
In this unit, learners will build on consonant and short vowel sound-spellings to read and spell simple words. They will continue to read and spell common high-frequency words. They will explore elements of fiction stories. Learners will explore story structure and begin to understand sequence of events. They also will revise their writing by talking with their learning coach. Learners will work on understanding the parts of a sentence.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What word am I saying? /p/ /e/ /n/? (pen)
Segment the word “pen” into all its sounds. (/p/ /e/ /n/)
Repeat with other simple words.
How do text features help you better understand the information in a text?
Why is it helpful to talk about your writing?
Unit Notables
In this unit, learners will have the opportunity to free write. For learners who struggle with coming up with an idea, offer them a chance to list on a piece of paper or whiteboard: things they like or dislike; things they do or want to do.
Kit Materials
Anchor Texts, Decodable Text Collection Set 2, coloring tools, dry erase marker, ELA Activity Books, eraser, glue, magnetic counters, magnetic letter tiles, mirror, piece of paper, scissors, ten-frame whiteboard, whiteboard
none
Household Materials
Unit Overview
In this unit, learners will build on consonant and short vowel sound-spellings to read and spell simple words. They will continue to read and spell common high-frequency words. They will explore elements of fiction stories. Learners will explore story structure and begin to understand sequence of events. They also will revise their writing by talking with their learning coach. Learners will work on understanding the parts of a sentence.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What word am I saying? /p/ /e/ /n/? (pen)
Segment the word “pen” into all its sounds. (/p/ /e/ /n/)
Repeat with other simple words.
How do text features help you better understand the information in a text?
Why is it helpful to talk about your writing?
Unit Notables
In this unit, learners will have the opportunity to free write. For learners who struggle with coming up with an idea, offer them a chance to list on a piece of paper or whiteboard: things they like or dislike; things they do or want to do.
Kit Materials
Anchor Texts, Decodable Text Collection Set 2, coloring tools, dry erase marker, ELA Activity Books, eraser, glue, magnetic counters, magnetic letter tiles, mirror, piece of paper, scissors, ten-frame whiteboard, whiteboard
none
Household Materials
Unit Overview
In this unit, learners will begin to learn to read and spell words with consonant digraphs. They will continue to read and spell common high-frequency words. Learners will explore main idea and details in informational texts. They will see the importance of illustrations and words in stories. Learners will add more details to their sentences and correctly use commas in their writing. Learners will accurately use past, present, and future tense verbs in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What is the vowel sound in the word “fog?” (/e/ Remember to have your learner say the sound, not the letter name.)
Name the vowel letters and their short vowel sounds.
How is an informational text different than a fictional story?
What is the purpose of punctuation?
Unit Notables
In this unit, learners will use a graphic organizer to organize important information as they are reading a story. They also will use this graphic organizer to help them determine the main topic of the story.
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dot cube, dry erase marker, ELA Activity Books, eraser, glue, magnetic counters, magnetic letter tiles, mirror, Practice Text Collection Sets 1 and 2, scissors, sticky notes, ten-frame whiteboard, whiteboard
Kit Materials
Household Materials
none
Unit Overview
In this unit, learners will begin to learn to read and spell words with consonant digraphs. They will continue to read and spell common high-frequency words. Learners will explore main idea and details in informational texts. They will see the importance of illustrations and words in stories. Learners will add more details to their sentences and correctly use commas in their writing. Learners will accurately use past, present, and future tense verbs in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What is the vowel sound in the word “fog?” (/e/ Remember to have your learner say the sound, not the letter name.)
Name the vowel letters and their short vowel sounds.
How is an informational text different than a fictional story?
What is the purpose of punctuation?
Unit Notables
In this unit, learners will use a graphic organizer to organize important information as they are reading a story. They also will use this graphic organizer to help them determine the main topic of the story.
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dot cube, dry erase marker, ELA Activity Books, eraser, glue, magnetic counters, magnetic letter tiles, mirror, Practice Text Collection Sets 1 and 2, scissors, sticky notes, ten-frame whiteboard, whiteboard
Kit Materials
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with silent e and other consonant digraph or unique spellings. They will read and spell common high-frequency words. Learners will make predictions about a story and use details in the story to understand new vocabulary words. They will explore different types of sentences. Learners will form an opinion about a topic and write about it.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Do the words “sent” and “song” rhyme? (No.)
Name at least one word that rhymes with ___.
What are the important elements to include when retelling a nonfiction text?
How can I choose a topic for my writing?
Unit Notables
As your learner is taught spelling rules, you may refer to charts in the resources section of the Word Study Activity Book.
Your learner does not need to memorize spelling rules, but talking about them and looking for patterns in words will help. Reading, and most especially spelling, will help your learner understand spelling rules for long-term memory.
Kit Materials
Anchor Texts, Decodable Text Collection Set 2, coloring tools, dot cube, dry erase board, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper, mirror, Practice Text Collection Set 2, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with silent e and other consonant digraph or unique spellings. They will read and spell common high-frequency words. Learners will make predictions about a story and use details in the story to understand new vocabulary words. They will explore different types of sentences. Learners will form an opinion about a topic and write about it.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Do the words “sent” and “song” rhyme? (No.)
Name at least one word that rhymes with ___.
What are the important elements to include when retelling a nonfiction text?
How can I choose a topic for my writing?
Unit Notables
As your learner is taught spelling rules, you may refer to charts in the resources section of the Word Study Activity Book.
Your learner does not need to memorize spelling rules, but talking about them and looking for patterns in words will help. Reading, and most especially spelling, will help your learner understand spelling rules for long-term memory.
Kit Materials
Anchor Texts, Decodable Text Collection Set 2, coloring tools, dot cube, dry erase board, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper, mirror, Practice Text Collection Set 2, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with long vowel digraphs. They will also read and spell words with suffixes –s, –ing and –ed. They will read and spell common high-frequency words. Learners will explore the author’s purpose for writing a story. They will describe character traits and settings in a story. Learners will use nouns, verbs, articles and adjectives in writing. Learners will explore synonyms and antonyms.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Blend the syllables to make the whole word: fan-tas-tic (pause between syllables)
Segment the word “macaroni” into its syllables. (mac-a-ro-ni)
How can I compare and contrast information in nonfiction texts?
How would you describe your favorite animal? What synonyms can you add to your description?
Unit Notables
In this unit, learners will ask and answer questions to help better understand a text. Remind your learner that the answer to these questions can be found in the text and in the pictures.
Kit Materials
Anchor Texts, Decodable Text Collection Set 3, coloring tools, dot cube, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper, Practice Text Collection Set 2, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with long vowel digraphs. They will also read and spell words with suffixes –s, –ing and –ed. They will read and spell common high-frequency words. Learners will explore the author’s purpose for writing a story. They will describe character traits and settings in a story. Learners will use nouns, verbs, articles and adjectives in writing. Learners will explore synonyms and antonyms.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Blend the syllables to make the whole word: fan-tas-tic (pause between syllables)
Segment the word “macaroni” into its syllables. (mac-a-ro-ni)
How can I compare and contrast information in nonfiction texts?
How would you describe your favorite animal? What synonyms can you add to your description?
Unit Notables
In this unit, learners will ask and answer questions to help better understand a text. Remind your learner that the answer to these questions can be found in the text and in the pictures.
Kit Materials
Anchor Texts, Decodable Text Collection Set 3, coloring tools, dot cube, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper, Practice Text Collection Set 2, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with long vowel spellings and vowel-r spellings. Learners will understand when to use suffix –es, understand possessive nouns, and contractions. They will read and spell high-frequency words. Learners will use context clues to determine the meaning of unknown words or phrases. They will describe the setting and characters of a text. Learners will write a narrative writing piece with a setting, character, and events.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “keep.” Change /k/ to /b/. What is the new word? (beep)
Segment the word “pumpkin” into its syllables. (pump-kin)
How do I identify the characters, setting, and events in a story?
What is the difference between a fact and an opinion?
Unit Notables
Understanding syllables helps learners read and spell multisyllabic words. A syllable is a part of a word with a vowel sound. When reading, learners should learn to look for familiar parts: syllables. Then, they blend the syllables to read the whole word. When spelling, learners should segment, or break, the word into syllables. Then, they spell each syllable to spell the whole word.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dot cube, dry erase marker, ELA Activity Books, eraser, glue stick, highlighter, magnetic counters, mirror, piece of paper, Practice Text Collection Sets 2 and 3, scissors, spiral notebook, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with long vowel spellings and vowel-r spellings. Learners will understand when to use suffix –es, understand possessive nouns, and contractions. They will read and spell high-frequency words. Learners will use context clues to determine the meaning of unknown words or phrases. They will describe the setting and characters of a text. Learners will write a narrative writing piece with a setting, character, and events.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “keep.” Change /k/ to /b/. What is the new word? (beep)
Segment the word “pumpkin” into its syllables. (pump-kin)
How do I identify the characters, setting, and events in a story?
What is the difference between a fact and an opinion?
Unit Notables
Understanding syllables helps learners read and spell multisyllabic words. A syllable is a part of a word with a vowel sound. When reading, learners should learn to look for familiar parts: syllables. Then, they blend the syllables to read the whole word. When spelling, learners should segment, or break, the word into syllables. Then, they spell each syllable to spell the whole word.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dot cube, dry erase marker, ELA Activity Books, eraser, glue stick, highlighter, magnetic counters, mirror, piece of paper, Practice Text Collection Sets 2 and 3, scissors, spiral notebook, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with short and long oo vowel spellings, silent letter spellings, diphthong spellings, and final consonant-lespellings. They will also read and spell compound words and common high-frequency words. Learners will explore point of view in a story along with the central message of a story. Learners will use conjunctions, pronouns, adjectives, and adverbs in writing. They will write an opinion writing piece.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “win.” Add “-ter” to the end. What is the new word? (winter)
Say “broom.” Take away the first sound. What is left? (room)
How can a story change by changing the point of view?
Why is it important to use correct capitalization and punctuation?
Unit Notables
In this unit, learners will use a graphic organizer to write facts. Learners will need to refer to the graphic organizer throughout the unit.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dot cube, dry erase marker, ELA Activity Books, eraser, highlighter, magnetic counters, mirror, paper, Practice Text Collection Set 3, spiral notebook, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with short and long oo vowel spellings, silent letter spellings, diphthong spellings, and final consonant-lespellings. They will also read and spell compound words and common high-frequency words. Learners will explore point of view in a story along with the central message of a story. Learners will use conjunctions, pronouns, adjectives, and adverbs in writing. They will write an opinion writing piece.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “win.” Add “-ter” to the end. What is the new word? (winter)
Say “broom.” Take away the first sound. What is left? (room)
How can a story change by changing the point of view?
Why is it important to use correct capitalization and punctuation?
Unit Notables
In this unit, learners will use a graphic organizer to write facts. Learners will need to refer to the graphic organizer throughout the unit.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dot cube, dry erase marker, ELA Activity Books, eraser, highlighter, magnetic counters, mirror, paper, Practice Text Collection Set 3, spiral notebook, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with long vowel spellings, and prefixes and suffixes. They will begin to understand how to read multisyllabic words. They will read and spell common high-frequency words. Learners will describe the features of a story and use details to make conclusions about the story. Learners will write about a topic and provide a concluding sentence. They will create a piece of writing using the topic of personal memory.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “roast.” Change /ō/ to /e/. What is the new word? (rest)
How can the sequence of key ideas and details help me better understand a text?
What areas of learning will you continue to work on?
Unit Notables
Learners will practice reading fluently. Model fluent reading by reading passages or texts aloud to them.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, Practice Text Collection Set 3, magnetic counters, notebook, paper, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with long vowel spellings, and prefixes and suffixes. They will begin to understand how to read multisyllabic words. They will read and spell common high-frequency words. Learners will describe the features of a story and use details to make conclusions about the story. Learners will write about a topic and provide a concluding sentence. They will create a piece of writing using the topic of personal memory.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “roast.” Change /ō/ to /e/. What is the new word? (rest)
How can the sequence of key ideas and details help me better understand a text?
What areas of learning will you continue to work on?
Unit Notables
Learners will practice reading fluently. Model fluent reading by reading passages or texts aloud to them.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, Practice Text Collection Set 3, magnetic counters, notebook, paper, ten-frame whiteboard, whiteboard
Household Materials
none
Enrolling Now for 2026-27 School Year.
